International academic awards are popular as incentives and rewards for academics all over the world, and have played a significant role in the performance evaluations of individuals and institutions. However, little is known about the relative importance of awards and the relationships between awards. This study aims to establish a comprehensive global map of important international academic awards, which visually presents the relative reputations of awards and the close or distant relationships between awards. By surveying the reputations of the preselected 207 awards, 90 important international academic awards with above-average reputations were identified. Then, based on the number of ''awardees in common'' or named ''co-awardees'' between every pair of these 90 awards, a network of co-awardees was built. Finally, using mapping software of VOSviewer, these 90 important international academic awards were mapped by taking the reputation scores as the weights of awards and the network of co-awardees as the basis of the relationships between awards.

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This study reviews the developments of 9 Chinese top universities supported by "985 Project" during 1997-2005 based on the analysis of a series of scientometric indicators, including the total number of publications indexed by Science Citation Index Expanded and Social Sciences Citation Index, the cumulated impact factor of publications, the number of publications divided by the number of faculty members, the average impact factor of publications, percentage of publications in top 20 percent journals, the percentage of internationally collaborative publications, the number of publications in six broad subject fields and the Index of Disciplinary Balancing. The findings are helpful to the understanding of the achievements of Chinese top universities during this period as well as the remaining gaps between them and world-class universities.

Abstract:China's 'One Belt, One Road' national strategy has brought about both opportunities and challenges to its higher education system and that of neighbouring countries. Increased internationalisation of higher education has resulted in Chinese universities attracting a large number of international students, including those from Africa. However, few studies have been conducted to assess the learning outcomes of African students in a Chinese context. This article provides insight into African engineering students' self-reported learning outcomes and experiences after studying in China. The findings reveal that academic and cultural knowledge, cross-cultural communication skills, teamwork skills and changes in personalities and professional vision are common areas of development. The article concludes with recommendations for the design of effective learning experiences.